Teaching AI Literacy for Public Health Practice

This study evaluated an AI-driven assignment in an undergraduate public health course to enhance AI literacy among students preparing for health-related careers. Amid growing AI use in academia—and uncertain ethical perceptions—the project addressed the need for responsible AI application in public health and healthcare management education. Designed with constructivist strategies (experiential, inquiry-based, project-based, and collaborative learning), the assignment tasked student groups with creating AI-scaffolded community health promotion plans. Implemented in online sections, the project leveraged tools such as ChatGPT and ClaudeAI for data analysis, decision-making, and communication material development. Pre- and post-curriculum assessments, using the Meta AI Literacy Scale (MAILS) , showed significant gains in overall AI literacy, particularly in confidence, and evaluation skills, though ethical understanding improved minimally. Qualitative feedback highlighted students’ surprise and appreciation for using AI professionally. If expanded to all sections, the project will impact more than 200 students per year across three majors. The intervention underscores AI’s potential role in disease surveillance, health communication, and equity-focused interventions, aligning with CEPH and CAHME competencies (Appendix 1). Lessons for health promotion pedagogy emphasize that integrating AI enhances technical literacy while reinforcing community engagement and evidence-based practice. Future iterations could strengthen ethical focus and diversify AI tools to address remaining gaps.